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Transforming a Course to Blended Learning for Student Engagement  [PDF]
Charles E. Downing,Julia Spears,Michaela Holtz
Education Research International , 2014, DOI: 10.1155/2014/430732
Abstract: The rising costs of higher education, along with the learning styles and needs of modern students, are changing the instructional landscape. Students of today do less and less well in the “lecture only” format, and staffing this format with live faculty is extremely expensive. MOOCs and other technology-heavy options are low cost but quite impersonal. Blended instruction has promise, with the ultimate goal of cost-efficient student engagement. This paper reports on a major course transformation to achieve student engagement in a large, formerly lecture-only course. The resulting blended-learning course features clickers, web-based operationalization of students helping students, media-rich interactive online materials, event credit, and newly added student-produced video tutorials. Results show that the addition of the student-produced video tutorials increased the student engagement in the course. 1. Introduction A teenaged-daughter enjoyed watching old Saturday Night Live episodes on Netflix, so her father took her to The Second City comedy club in Chicago to see some budding SNL prospects. The evening cost over $150, compared to an average of less than $1 per SNL episode on Netflix. Why the difference? The cost of live performers, of course. Instructional faculty is live performers in the classroom, and the rising costs of higher education are threatening their existence. One key to their survival is student engagement. The real time, multimodal digitally connected students of today do less and less well in the “lecture only” format [1], a format which has shown an upper limit of about 30% content retention regardless of lecturer [2]. If this format continues to be chosen Massively Open Online Courses (MOOCs) and other technology-assisted options could permanently remove the live performers. This paper reports on a major course transformation, following the guidelines of University of North Texas’ NextGen program. The resulting blended-learning course features clickers, web-based operationalization of students helping students, media-rich interactive online materials, event credit, and newly added student-produced video tutorials. 2. Theoretical Grounding: The Goal of Student Engagement With the shifting landscape of higher education, many colleges and universities have turned to student engagement activities as a way to ensure deep learning occurs among students [3, 4]. Universities want graduates equipped with skills and knowledge necessary for the 21st century career. Through campus-wide strategic planning initiatives that seek to adjust
A BLENDED LEARNING MODEL FOR TEACHING PRACTICE COURSE  [PDF]
Mustafa CANER
The Turkish Online Journal of Distance Education , 2010,
Abstract: The aim of the present study is to introduce a blended learning environment and a model for pre-service teaching practice course in English Language Teacher Training Program at Anadolu University. It is supposed that providing a blended learning environment for teaching practice course would improve the practice and contribute to the professional growth of pre-service teachers. Since it will increase the contact hours among students and university supervisors and facilitate peer feedback among pre-service teachers, which in turn, create a productive learning environment for them. Thus, the present paper aimed at providing a blended learning model for teaching practice courses at teacher training institutions and give impetus for the researchers or instructors who would like to implement blended learning in their own teaching environments. Additionally, the present study intends to contribute expanded understanding to the way blending the learning environments, and contribute additional understanding to the knowledge base about the implementation of blended learning for a teaching practice course. Finally, through illustrating a blended learning environment for teaching practice course, it is hoped that this study might contribute to the growing body of knowledge of blended delivery and blended learning in higher education.
REDESIGNING A COURSE FOR BLENDED LEARNING ENVIRONMENT  [PDF]
Feza ORHAN
The Turkish Online Journal of Distance Education , 2008,
Abstract: ABSTRACT This article describes a collaborative study of the blended learning approach, designed to pave the way for higher education students to integrate online and face-to-face learning environments in an “Instructional Technology and Material Development” course at the University of Yildiz Technic in Turkey. The purpose of this study is to investigate the students’ perceptions of the blended learning environment and to trace the integration between online and face-to-face learning environments. For this purpose, 30 students were given statements on the redesigned course, which they rated on a 5-point Likert scale. To probe more deeply into their positive and negative responses, a focus group discussion was held to gather the students’ views. The findings are reveal that the majority of the students (90%) enjoyed being in the blended learning environment. However, improvement in methods of application and online study materials are needed. Additionally, other factors that may be salient in blended learning environment are also discussed.
Pedagogical and Design Aspects of a Blended Learning Course  [cached]
Karen Precel, Yoram Eshet-Alkalai, Yael Alberton
International Review of Research in Open and Distance Learning , 2009,
Abstract: Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1) pedagogy, (2) textbook format (print vs. digital), and (3) learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.
Using Online Discussions in a Blended Learning Course  [cached]
Martina Holenko,Nata?a Hoi?-Bo?i?
International Journal of Emerging Technologies in Learning (iJET) , 2008,
Abstract: The course "Teaching Methods in Information Science" is designed for senior students at the Faculty of Arts and Sciences, University of Rijeka (Croatia) and is realized by a blended learning model or a combination of a face-to-face environment and online learning. This paper covers the topic of online discussion as one of the most significant learning activities in the context of this course. Among many tasks for teachers in an online course, moderating online discussion is one of the most demanding. It requires lots of teacher’s time, effort and skills. The paper describes tasks for teacher while moderating online discussions, as well as discussions initiated during the course.
Blended learning in dentistry: 3-D resources for inquiry-based learning  [cached]
Yanqi Yang,Linkun Zhang,Susan Bridges
Knowledge Management & E-Learning : an International Journal , 2012,
Abstract: Motivation is an important factor for inquiry-based learning, so creative design of learning resources and materials is critical to enhance students’ motivation and hence their cognition. Modern dentistry is moving towards “electronic patient records” for both clinical treatment and teaching. Study models have long been an essential part of dental records. Traditional plaster casts are, however, among the last type of clinical record in the dental field to be converted into digital media as virtual models. Advantages of virtual models include: simpler storage; reduced risk of damage, disappearance, or misplacement; simpler and effective measuring; and easy transferal to colleagues. In order to support student engagement with the rapidly changing world of digital dentistry, and in order to stimulate the students’ motivation and depth of inquiry, this project aims to introduce virtual models into a Bachelor and Dental Surgery (BDS) curriculum. Under a “blended” e-learning philosophy, students are first introduced to the new software then 3-D models are incorporated into inquiry-based problems as stimulus materials. Face-to-face tutorials blend virtual model access via interactive whiteboards (IWBs). Students’ perceptions of virtual models including motivation and cognition as well as the virtual models’ functionality were rated after a workshop introducing virtual models and plaster models in parallel. Initial student feedback indicates that the 3-D models have been generally well accepted, which confirmed the functionality of the programme and the positive perception of virtual models for enhancing students’ learning motivation. Further investigation will be carried out to assess the impact of virtual models on students’ learning outcomes.
Blended Learning Applied to an Introductory Course on Conceptual Physics  [cached]
Plinio del Carmen Teherán Serme?o,José Gregorio Carriazo,Julio Cesar León Luque
International Journal of Online Engineering (iJOE) , 2010, DOI: 10.3991/ijoe.v6i3.1303
Abstract: In this paper, we show aspects of the commencement of a novel introductory Physics course with conceptual emphasis. An instructional flexible design in the format of blending learning is presented that combines master classes via teleconference with additional activities in a virtual environment of learning orchestrated by LMS Blackboard. In the forums, workshops and virtual laboratories the impact is evaluated as a grading system based on Continuous Personalized Evaluation
Implementation of a Blended-Learning Course as Part of Faculty Development  [PDF]
Daniel Tolks, Iwona Pelczar, Daniel Bauer, Thomas Brendel, Anja G?rlitz, Julia Küfner, Angelika Simonsohn, Inga Hege
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511108
Abstract: At the medical faculty at the Ludwig-Maximilians University in Munich many E-Learning resources are available to students, but they are rarely implemented in a Blended-Learning scenario. To foster this, a Blended-Learning course following the Inverted Classroom (IC) model as part of the faculty development curriculum has been developed. An initial 10-day E-Learning phase was based on the following six modules: E-Learning and Blended-Learning basics, Learning Management Systems, Virtual Patients, educational videos, the IC model and other E-Learning methods. In the following half-day face-to-face workshop the course participants applied their knowledge to common teaching scenarios. The course was well accepted by the participants and will be further developed and continued as part of the faculty development curriculum.
Using Blended Learning to Ensure Consistency and Quality in Multiple Course Sections  [cached]
Karen Perrin,Laura Rusnak,Shenghua Zha,David Lewis
Journal of the Research Center for Educational Technology , 2009,
Abstract: The purpose of this paper is to provide stakeholders (academic administrators, instructional designers, instructors, and students) with one university’s experience with managing multiple sections of the same course, by using a series of instructional techniques that ensures consistent, high-quality, blended courses. Many universities are tasked with teaching multiple sections of foundational courses to large numbers of students. How do administrators and instructors ensure that each stakeholder’s needs and requirements are being met satisfactorily? This paper addresses the issues that arise when trying to satisfying the needs of all stakeholders, the role that blended learning plays, and the strengths and challenges of utilizing blended learning and future considerations. It develops a model that uses five strategies for ensuring course consistency, including personnel structure, communication, course design and consistency, assessment and evaluation, and technological and professional development support. Finally, this paper includes a just-in-time tool (Appendix A) that can be used by administrators to address the challenges of incorporating blended learning.
EVALUATION OF STUDENT'S NOTES IN A BLENDED LEARNING COURSE
Minoru Nakayama,Kouichi Mutsuura,Hiroh Yamamoto
International Journal of New Computer Architectures and their Applications , 2011,
Abstract: Studenta€ s notes are evaluated to trace their learning process in a blended learning course, and the factors affecting the quality of these notes are discussed. As individual note-taking performance may be based on studenta€ s characteristics, these contributions are also examined. Some factors about per-sonality and the learning experience are sig-nificant, and positively affect the grades given to notes. Lexical features of notes tak-en were extracted using a text analysis tech-nique, and these features were compared with the grades given. The good note-takers constantly recorded terms independently of the number of terms which was presented during the class. Conceptual mapping of the contents of notes was conducted, and it sug-gests that the deviation in the features of notes can be explained by the number of terms in a lesson.
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